The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient
President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to su...
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| Format: | Others |
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DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
2004
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| Online Access: | http://digitalcommons.auctr.edu/dissertations/2766 http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4263&context=dissertations |
| Summary: | President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to success as public schools strive to meet the challenge of implementing the new No Child Left Behind Act requirements. Therefore, the purpose of this study was to explore the perception of teachers and administrators regarding the “readiness” of school principals to implement the multicultural requirements of the No Child Left Behind Act policies (Title I and Title III) for Latino students who are limited English proficient. |
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